Remember:
You, along with two peers, will sign-up on the class wiki to facilitate discussion in class on a particular reading. You will use the class wiki to discuss: a) the main points of the article; b) key terminology of the article; c) how it connects to what we have been reading; and d) anything else that might be pertinent to educators. In class, be prepared to facilitate a conversation in a thoughtful way about your reading and overall course themes. No need for fancy or elaborate powerpoints or lecture format presentations. Your group should promote rich and powerful conversations around the assigned reading—in particular, try to connect the readings to one another by looking for commonalities, disconnects, problems, etc. Feel free to employ exercises such as large group discussions, small group work activities, kinesthetic activities, debates, artistic exercises, media clips with time for analysis, current events or personal reflections/stories that relate to larger themes or key concepts. Please remember to check in with Jessica by the Monday before you present to go over your plans for facilitating the class.Be prepared to facilitate for 25 minutes (this is negotiable).
9/9: Vrasidas & Glass (in Reader)
1)Erica Nickerson
2)Eric Engh
3)Erin Fightmaster
9/16: Jenkins: Confronting the Challenges of Participatory Culture (WebCT)
1)Hal
2)Theresa
3) Fouad
Jenkins: Convergence Culture (in Reader)
1) Johnathan Wright
2) Laura Bradley
3) Mel Mayes
10/21 (Online): Cuban (in Reader)
1) Catherine
2) Pat Rogers
3) Mary Lynn Bryan
Buckingham (WebCT)
1) Debra Lanum
2) Kristy Sather Weber
3) Stefanie Coe
Nordkvelle & Olson (WebCT)
1) Lisa Kaku
2) Chris Cunny
3) Carole S.
11/18: Lankshear & Synder (in Reader)
1) Donna Reed
2) Susan Thompson
3) Lorez Bailey
Parks, et al. (pp. 1-10 only; WebCT)
1)Kelly Lister
2)Chris Lister
3)Laurel Leonard-Brol
Remember:
You, along with two peers, will sign-up on the class wiki to facilitate discussion in class on a particular reading. You will use the class wiki to discuss: a) the main points of the article; b) key terminology of the article; c) how it connects to what we have been reading; and d) anything else that might be pertinent to educators. In class, be prepared to facilitate a conversation in a thoughtful way about your reading and overall course themes. No need for fancy or elaborate powerpoints or lecture format presentations. Your group should promote rich and powerful conversations around the assigned reading—in particular, try to connect the readings to one another by looking for commonalities, disconnects, problems, etc. Feel free to employ exercises such as large group discussions, small group work activities, kinesthetic activities, debates, artistic exercises, media clips with time for analysis, current events or personal reflections/stories that relate to larger themes or key concepts. Please remember to check in with Jessica by the Monday before you present to go over your plans for facilitating the class. Be prepared to facilitate for 25 minutes (this is negotiable).